• 인문언어
• /
• 제7집
• /
• pp.31-56
• /
• 2005

In most Asian areas Chinese writing and characters had been used as a unique recording device. The way to account for the circumstance related with the writing system could be twofold. Firstly the races inhabited around Sino-territory actually neither used the type of languages as Chinese - not isolating type but agglutinative one - nor established any independent writing letters. Secondly those people who belonged to the races accepted the writing system of China due to the frequent cultural and economical interchange between them and Chinese people. In Korean peninsula the same situation of linguistic phenomenon had been pervasive. The aborigine of the territory who acquired to use Chinese writing applied their knowledge of the second language to record the facts related with the management of the country. But the grammatical structure of Chines writing and native language showed the remarkable contrast; so, the people of the peninsula managed the specific letter system - in other words, the discrepancy between language and writing. This difference carried on the huge influence on the way of using Chinese writing and characters in Korea. Some scholars of historical linguistics of Korean language considered the alternation of Chinese writing system and characters as "the procedure of nativization" - in which the inflow of characters into Korean and the same one continuously used in China illustrated the large gap of the phonological aspects. The method of reading Chinese characters came to be named as Sino-Korean Pronunciation. In the categorization of Chinese characters' pronunciation Sino-Korean Pronunciation was also categorized as the Eastern Pronunciation(東音). It indicates the sound of Chinese characters which has been historically adapted to the phonological system of Korean language. In this paper the main point is to survey the procedure of reception of Chinese writing and characters and that of establishment and alternation of Korean phonetic feature of Chinese writing and characters.

• 한국초등수학교육학회지
• /
• 제21권2호
• /
• pp.291-308
• /
• 2017

초등학교 고유어 수학 용어는 1946년에 군정청 문교부에서 각계의 의견을 들어 처음으로 만들어졌다. 당시에 만들어진 고유어 수학 용어의 대부분은 대개 한자의 뜻에 해당하는 고유어를 사용하거나, 그렇게 만든 것을 축약하여 만든 것이다. 그러나 20년도 지나지 않아 고유어 수학 용어의 반 정도가 다시 한자어 수학 용어로 환원되었고, 대부분 현재까지 그대로 사용되고 있다. 수학 교수 학습에서 한자어 수학 용어의 불편함이 지적되고 있고, 고유어 수학 용어의 사용이 도움이 될 것으로 주장되고 있지만, 고유어 수학 용어의 사용을 서두르는 것은 능사가 아니다. 한자어 수학 용어를 고유어 수학 용어로 바꾸는 시도는 신중해야 한다. 본 논문에서는 이러한 입장에서 성공적인 고유어 수학 용어의 사용을 위해 다음과 같은 세 가지 제언을 결론으로 제시한다. 첫째, 고유어 수학 용어를 만들려는 시도와 논의가 지속적으로 이루어져야 한다. 둘째, 현재 잘 존속하고 있는 고유어 수학 용어가 가진 생존력의 정체를 명확히 할 필요가 있다. 셋째, 현재 존속되지 않는 고유어 수학 용어의 실패 요인을 명확히 할 필요가 있다.

• 한국전자통신학회논문지
• /
• 제8권7호
• /
• pp.1011-1015
• /
• 2013

본 논문은 한중일통합 한자 유니코드 부호 집합체계가 원천부호화규칙에 위배되는 정도를 분석하였다. 본 연구에서는 한중일통합 한자의 유니코드 중에서 사용빈도 수가 높은 문자 150개를 대상으로 하여 연구하였다. 이 한중일통합 한자 150개 문자의 사용 빈도율은 한중일통합 한자 유니코드 전체 사용빈도율의 약 50%에 해당된다. 본 연구에서는 한중일통합 한자 유니코드를 AMI회선부호화 방식과 HDB-3 스크램블링 방식을 사용할 경우를 대상으로 하였다. 분석결과 150개의 문자중 원천부호화 규칙에 위배되는 문자는 총 77개 였다. 이들 문자들의 사용 빈도율에 의한 원천부호화 규칙 위배율은 약28%였다. 결과적으로 이 원천부호화 규칙에 위배되는 문자들을 사용빈도가 낮고 원천부호화 규칙에 부합되는 문자부호로 대체 할 때, 회선부호기에서의 회선부호 처리율을 약37%만큼 개선시킬 수 있음을 나타냈다.

• 대한수학교육학회지:수학교육학연구
• /
• 제8권2호
• /
• pp.565-586
• /
• 1998

Like many other school subjects, terminology is a starting point of mathematical thinking, and plays a key role in mathematics learning. Among several areas in mathematics, geometry is the area in which students usually have the difficulty of learning, and the new terms are frequently appeared. This is why we started to investigate geometric terms first. The purpose of this study is to investigate geometric terminology in school mathematics. To do this, we traced the historical transition of geometric terminology from the first revised mathematics curriculum to the 7th revised one, and compared the geometric terminology of korean, english, Japanese, and North Korean. Based on this investigation, we could find and structuralize the following four issues. The first issue is that there are two different perspectives regarding the definitions of geometric terminology: inclusion perspective and partition perspective. For example, a trapezoid is usually defined in terms of inclusion perspective in asian countries while the definition of trapezoid in western countries are mostly based on partition perspective. This is also the case of the relation of congruent figures and similar figures. The second issue is that sometimes there are discrepancies between the definitions of geometric figures and what the name of geometric figures itself implies. For instance, a isosceles trapezoid itself means the trapezoid with congruent legs, however the definition of isosceles trapezoid is the trapezoid with two congruent angles. Thus the definition of the geometric figure and what the term of the geometric figure itself implies are not consistent. We also found this kind of discrepancy in triangle. The third issue is that geometric terms which borrow the name of things are not desirable. For example, Ma-Rum-Mo(rhombus) in Korean borrows the name from plants, and Sa-Da-Ri-Gol(trapezoid) in Korean implies the figure which resembles ladder. These terms have the chance of causing students' misconception. The fourth issue is that whether we should Koreanize geometric terminology or use Chinese expression. In fact, many geometric terms are made of Chinese characters. It's very hard for students to perceive the ideas existing in terms which are made of chines characters. In this sense, it is necessary to Koreanize geometric terms. However, Koreanized terms always work. Therefore, we should find the optimal point between Chines expression and Korean expression. In conclusion, when we name geometric figures, we should consider the ideas behind geometric figures. The names of geometric figures which can reveal the key ideas related to those geometric figures are the most desirable terms.

• 한국학교수학회논문집
• /
• 제15권1호
• /
• pp.53-80
• /
• 2012

본 연구는 연립방정식과 연립부등식에서 탈북학생들이 나타내는 오류의 유형과 수학적 담론의 특성을 파악하여 학습의 향상을 꾀하고자 시도되었다. 이 때 담론중심의 학습은 학생들을 수학적 언어의 공동체로 이끌어내는 수단이 되어 자신감을 극복할 수 있게 돕는다. 이를 위해 다양한 배경을 지닌 5명의 탈북학생을 대상으로 2011년 1학기 서울에 위치한 모OO 대안학교에서 보충수업일환으로 8차시 연구가 수행되었다. 학습과정은 녹음되어 전사되었고, 학생의 학습지, 연구자의 관찰지가 수집되었다. 연구결과로는 탈북학생들은 기술적 오류, 기록오류, 잘못 이해된 기호, 잘못 해석된 언어, 한자어 해석오류를 보였고, 담론은 제 0수준으로부터 서서히 상위수준으로 향상은 보였으나 최상의 수준인 제 2수준~3수준은 단편적으로만 나타났다. 그러나 담론의 요소인 설명하기와 정당화하기가 활성화되면서 상호작용의 ERE 패턴에서 Ev(평가)와 Eb(정교화)가 증가하는 긍정적인 양상을 보였다.

• 한국HCI학회논문지
• /
• 제3권1호
• /
• pp.39-47
• /
• 2008

최근 몇 년 사이 중국의 경제가 발전함에 따라 소득의 증가로 인해 모바일폰이 급속하게 대중화되면서 더 좋은 제품을 사고자 하는 욕망이 중국 소비자들로 하여금 디자인에 큰 관심을 보이게 만들었다. 또한 세계화로 인한 다량의 문화적 홍수 속에서 중국 소비자들은 예전의 획일화된 제품보다는 자신이 좋아하는 제품을 선호하는 개인화로 이어진다. 이러한 경향은 개성적인 멀티 컬러 모바일폰과 모바일폰 디자인의 아트화로 이어졌다. 그에 반해 아직 중국 모바일폰 디자인 시장은 미성숙 됐고 identity 부족과 디자인 모방의 문제점 등이 있다. 이 연구에서는 전통 요소를 사용하여 특징 있는 모바일폰 디자인의 개발과 문화아이덴티티와 궁극적으로는 중국전통 요소를 가지고 있는 퍼스널아이덴티티를 잘 혼합한 중국의 모바일폰 디자인 아이덴티티의 구축에 목적을 두고 있다. 본 연구방법으로 전통문양, 색채 등 전통요소를 살펴보고 동시에 핸드폰 디자인의 발전과정과 특징을 알아봤고 전통패턴을 활용한 모바일폰 에니메이션을 연구하고 모바일폰 디자인을 개발하였다. 중국의 전통과 이미지의 특징을 활용한 문양을 사용함으로써 전통적이면서도 가장 중국의 특징이 있는 세계적인 디자인의 개발이 가능하다. 중국 전통문양을 활용한 디자인이 부족한 실정이며 전통 문양을 사용함에 따라 모바일폰 디자인이 훨씬 더 다양하고 개성적으로 될 수 있다. 색 또한 한 가지 색만 사용하는 것이 아닌 멀티컬러를 사용할 수 있으며 이러한 디자인 사례는 시크한 이미지를 보여주며 장식적인 효과가 크다. 본 연구자는 향후에 중국적인 특징의 문양뿐만 아니라 한국, 일본의 특징 있는 문양을 활용하여 모바일폰 디자인을 개발하고자 하며 다양한 문양을 사용하여 모바일폰 브랜드를 개발하고자 한다. 또한 모바일폰 내장의 영상 애니메이션을 개발하고 싶다.

• 동서간호학연구지
• /
• 제7권1호
• /
• pp.32-47
• /
• 2002

This study is a descriptive comparative investigated one to analyze nursing education system and curriculum of Korea and China trans-culturally. 1) Education System The basic level of nursing education in Korea consisted of 65 3-year- junior college of nursing (7379 students) and 48 4-year-bachelor of nursing college (2345 students) in 2000 showing more 3-year-junior college of nursing and its students. In China, western nursing as well as Chinese nursing education system were operating. In 2000, 501 western school of middle technical nursing, 29 school of middle technical nursing of middle level education, and 89 3-year western and 24 Chinese junior college of nursing, and 42 4-year western bachelor of nursing college and 10 Chinese of high level education have been established. The presence of Chinese school of middle technical nursing system seemed to be in slower development in nursing than Korea, but that of Chinese nursing education seemed to be advanced with its national identification prior to Korea. Post graduate continuous education for RN-Diploma and RN-BSN program has been opened as in Korea. The Hosa(護士) system in school of middle technical nursing in China reflects lower level of education than Korea. But it can be a merit, other than in Korea, without nurses aids, when they are acting under supervision of nurses and led by them, and there presents a special course for promotion up to high level education. Graduate school in Korea is divided into general type opening a curriculum for MS in 1960 and as of 2000, 21 general types for majoring in nursing. The PhD course in Korea was established in 1978, and after that the PhD courses have been opening in 14 universities at present. China established master degree course in 1991 and as of 7 colleges are ongoing, and the doctoral course is now under planning, resulting slower development than Korea. 2) Education of theory and clinical practice in Korea and Chine (1) Korea's 3-year junior nursing college have 51 subjects, 49 subjects in China, which was not different. China was following education of ideology and medical. 4-year Bachelor of Science College has 92 subjects in Korea with cultural subjects and essential major studies/elective in theory education in Korea, while 63 subjects in China, showed wider selection in Korea's education. (2) Korea's 3-year and 4-year nursing colleges performed clinical practice education parallel with theoretical education for a certain period, block or theory/practice system. While China's 3-year and 4 or 5-year-colleges educated the theory first and then practice for one year in the last grade, integrating each situation of the departments and the theory. (3) Korea's oriental nursing theory in nursing education was performed in 28 colleges of 65 nationwide ones of 3-year junior nursing colleges, but only one school was educating clinical practice. In 4-year bachelor of nursing colleges, the oriental nursing theory was done in 14 among 48 investigated. And 1-4 subjects of them were doing, and 4 schools performed of clinical practice, showing more reinforced than the junior colleges. China's 3-year and 4-5-year western nursing colleges taught two subjects of Chinese medicine nursing. China's 3-year & 4-5-year College of Chinese medicine nursing, theory of Chines medicine nursing education taught eight subjects. (4) 5-year colleges of Chinese medicine western integrated nursing, theory of Chinese medicine nursing education consisted of twelve Chinese medicine nursing subjects and two of Chinese medicine western integrated nursing subjects. China was tempting a new development of a pattern of Chinese medicine nursing subjects reinforced. 3) The verification of Korean and Chinese nurse's license. The verification test of Chinese nurses license is differentiated at the level of education other than in Korea. Expire date is 2 years and a qualified test must be done to a renewal. And the continuing education hours are 72 per year, which is more enforced than Korean nurses (10 hours a year). In accordance with WTO regulations, we should prepare for opening foreign hospital, educating oriental nursing subjects. And on this, it is recommendable to settle a basic frame research to run the oriental nursing practice ongoing. 1. It is desirable to develop the oriental nursing subjects to apply its idea to the western nursing and differentiate Korean nursing. 2. It is desirable to certify oriental nurse's characters, to expand and develop the nursing areas to practice it, and to establish the oriental nursing system. 3. It is expectable to promote Korean nursing specialization to develop the oriental nursing as a professional and to create its demand.